At the Technical Faculty of IT and Design, Department of Sustainability and Planning, a position as a PhD student in Problem-Based Learning (PBL) and Sustainable Education at the Aalborg Centre for Problem-Based Learning in Engineering Science and Sustainability under the auspices of UNESCO (UCPBL) is open for appointment from 1 March 2026 or soon thereafter. The position will be based in Aalborg.

About the Department and the Centre
The Department of Sustainability and Planning conducts research, education, and knowledge exchange in the fields of sustainability, environmental planning, technology, and education. Rooted in Aalborg University’s internationally recognised Problem-Based Learning (PBL) model, the department integrates technical, social, and humanistic approaches to address global and local sustainability challenges.
The UNESCO Centre for Problem-Based Learning in Engineering Science and Sustainability (UCPBL) is a global hub for research, capacity strengthening, and educational transformation. The Centre advances the Aalborg PBL model and promotes sustainable, inclusive, and transformative education worldwide through collaboration with universities, industry, governments, and international partners.

About Aalborg University
Aalborg University provides outstanding research and education rooted in real-world problem solving. Ranked among the Top 5 universities worldwide on the Times Higher Education Impact Ranking 2024, AAU is internationally recognised for its commitment to the UN Sustainable Development Goals, mission-driven innovation, and its systemic Problem-Based Learning (PBL) model. More than 20,000 students and 3,500 staff work across campuses in Aalborg, Copenhagen, and Esbjerg to advance knowledge for a sustainable future.

What the project is about
Working title: Understanding PBL’s Role and Impact in Higher Education Emergencies: Systems Thinking on Change and Resilience 

Higher education systems across the world increasingly operate under crisis and emergency conditions shaped by war, displacement, public health disruption, and long-term structural instability. Such emergencies differ widely in duration and intensity, ranging from sudden disruptions to long-term or protracted crises that reshape higher education over extended periods. To cope with such crises, the agency of individuals and groups becomes crucial, requiring coordinated efforts from students, educators, institutional leaders, administrators, industry partners, and local communities. Each stakeholder experiences and responds to crises differently, and their interdependent actions shape how higher education systems absorb disruption and continue to function. This complexity underscores the need for approaches that support collaborative problem-solving and adaptive capacity. In this regard, Problem-Based Learning (PBL) offers a powerful pedagogical and organisational framework for managing educational challenges during emergencies. Drawing on the UNESCO PBL Centre’s extensive global experience in supporting crisis-affected institutions, there is an urgent need to examine how diverse local PBL strategies emerge, how they respond to evolving crisis conditions, and how they contribute to stability and long-term educational transformation. Emergencies also manifest in different ways across contexts: higher education in Ukraine is directly shaped by war-related disruption and displacement; in India, systemic and governmental reforms create forms of policy-driven emergency; while in Denmark, institutions face increasing pressures related to student wellbeing, preparedness for transitions to work, digital transformation, and rapidly shifting expectations. These differing conditions illustrate the wide spectrum of emergencies that reshape higher education systems and the varied challenges they pose for actors at all levels. The project may also explore how learners make sense of these crisis conditions and how their identities, aspirations, and future trajectories are reshaped through uncertainty and disruption.

This PhD project will apply a systems thinking approach to investigate the long-term impact of PBL on different stakeholders - including educational leaders, educators, students, and their interactions with their institutional, social, and cultural surroundings. A systems approach makes it possible to capture the dynamic, multi-layered relationships among actors and to understand how human and professional agency develops and reshapes higher education practices over time. Methodologically, the project will adopt a mixed-methods design that may combine qualitative inquiry, comparative case analysis, and quantitative or longitudinal components to document patterns of impact, stakeholder experiences, and institutional adaptation. The project’s significance lies in its contribution to higher education research and practice by generating new theoretical insights into the role of PBL in emergency contexts, clarifying how crisis conditions reshape learning and organisational processes, and advancing methodological approaches capable of capturing complexity and long-term change. Practically, the findings will provide actionable knowledge for institutions operating in diverse societal and cultural contexts, offering guidance on how PBL-informed strategies can strengthen resilience, continuity, and transformation in higher education systems facing ongoing or future emergencies. Ultimately, the project aligns with the AAU UNESCO PBL Centre’s strategic ambition to contribute sustainably to global educational development by supporting youth growth, strengthening professional agency, and advancing institutional transformation across its international network.

The PhD candidate will be integrated into the dynamic research environment of the UNESCO PBL Centre, working collaboratively with colleagues engaged in international projects and educational development initiatives. As part of the PhD programme, the candidate will also undertake teaching responsibilities, primarily contributing to first-year engineering PBL courses and supporting additional teaching or supervision activities relevant to the department’s programmes.

PhD stipends are allocated to individuals who hold a Master's degree. PhD stipends are normally for a period of 3 years. It is a prerequisite for allocation of the stipend that the candidate will be enrolled as a PhD student at the Technical Doctoral School of IT and Design in accordance with the regulations of Ministerial Order No. 1124 of September 19, 2025 on the PhD Programme at the Universities and Certain Higher Artistic Educational Institutions. According to the Ministerial Order, the progress of the PhD student shall be assessed at regular points in time.

How to apply
Your application must include the following:

• Application, a motivated statement describing interest, vision, and qualifications for the position.
• Curriculum Vitae (CV)
• Diplomas (bachelor and master's degree diploma)
• Project description  
• Other relevant documents

The application must be submitted via Aalborg University’s recruitment system, which can be accessed under the job advertisement on Aalborg University's website. 

Aalborg University wants to reflect the surrounding society and has diversity as a core value. Therefore, everyone, regardless of personal background and orientation, is encouraged to apply for the position.

Contact
Further information may be obtained from Professor Xiangyun Du, Director of the AAU UNESCO PBL Centre (xiangyun@plan.aau.dk).

Further information  
Read more about our recruitment process here.

The assessment of candidates for the position will be carried out by qualified experts.
Shortlisting will be applied. This means that after the application deadline, the head of the department, with the assistance of the hiring committee, will select the applicants to be assessed. All applicants will be informed whether they have been shortlisted for assessment or not.

The hiring process at Aalborg University may include a risk assessment as a tool to identify potential risks associated with new hires, ensuring the safety, compliance, and integrity of the workplace.

Read more about The Technical Doctoral School of IT and Design

Salary and terms of employment
The employment is in accordance with the Ministerial Order on the Appointment of Academic Staff at Universities (the Appointment Order) and the Ministerial Order on Job Structure for Academic Staff at Universities (in Danish).

Salary and terms of employment are in accordance with the collective agreement between the Danish Confederation of Professional Associations and the state (AC collective agreement) (in Danish) 

Aalborg University - Knowledge for the world
Aalborg University is an international workplace with more than 3,700 employees. We offer real-world-oriented education and create world-class research results through collaboration between researchers, students, and public and private companies. This is how we achieve insights, new solutions to societal problems, and knowledge that changes the world. Our main campus is in Aalborg, but we also have campuses in Esbjerg and Copenhagen.